Assessing the Interplay of Stress and Emotion Regulation Among High School Students in Coimbatore: A cross-sectional study.

Background: The psychosocial well-being of high school students is a crucial determinant of their academic success and overall development. This study examines the interplay between perceived stress and emotional regulation among students in Coimbatore, Tamil Nadu, to better understand their mental health challenges.

Methods: A cross-sectional survey was conducted among 150 high school students, selected through stratified random sampling. Data collection involved a structured questionnaire comprising demographic variables, the Perceived Stress Scale (PSS), and the Emotion Regulation Questionnaire (ERQ). Descriptive statistics were used to summarize findings, while correlation and Chi-square tests assessed relationships between stress, emotional regulation, and demographic factors.

Results: The findings revealed that 69.33% of students experienced moderate levels of perceived stress (mean PSS = 19.15, SD = 5.26), while 74.67% demonstrated moderate emotional regulation abilities (mean ERQ = 20.30, SD = 5.37). A significant positive correlation was observed between stress and emotional regulation ( = 0.32, = 0.05, = 0.32, = 0.05, = 0.32, = 0.05), suggesting that higher stress levels adversely affect students' ability to regulate emotions. Additionally, demographic factors, such as gender and family structure, were significantly associated with stress levels. Males exhibited higher stress scores, and students from joint families reported greater stress compared to those from nuclear families.

Conclusion: The study underscores the need for integrating mental health initiatives within school environments to support students' emotional well-being. Implementing socio-emotional learning programs and academic stress management strategies can enhance students' resilience, fostering a healthier educational ecosystem.